When I do well in math, I believe in myself and I can succeed.

When I do well in math, I believe in myself and I can succeed. Grades 0 Build Proficiency for Success in Math Create a successful path to algebra for struggling students through conceptual understanding and problem solving. voyagersopris.com

WHAT IS TRANSMATH? The Challenges of Learning Mathematical Concepts Most students who struggle in math experience difficulties in two key areas: The ability to move from concrete to abstract concepts A lack of foundational skills related to addition, subtraction, multiplication and division Even after addressing these challenges, some students continue to struggle because many standards-based math curricula are too dense, with unfamiliar and confusing mathematical vocabulary. Additionally, these same curricula rush students through the material without providing in-depth learning opportunities. TransMath Bridges the Gap TransMath rd is a comprehensive math intervention that bridges the math gap for middle and high school students who: lack the foundational computational and problem solving skills struggle with the pace of grade-level material are two or more years below grade level based on a high-stakes test would be unsuccessful in Algebra I without intervention The TransMath approach: Deepens conceptual understanding by building problemsolving skills through explicit instruction and multisensory strategies Embeds lesson-by-lesson models to support teacher preparation and strengthen teachers content knowledge Facilitates whole-class and individual interactive learning with digital tools to increase opportunities for mathematical discourse and peer learning Provides students and teachers with ebook access to support learning and foster more meaningful interaction Uses well-chosen visual models and digital manipulatives in conjunction with conceptual explanations to help students understand and remember math concepts ABOUT THE AUTHORS Dr. John Woodward is a distinguished professor and dean in the School of Education at the University of Puget Sound. Mary Stroh teaches mathematics at Central Michigan University. Together, Woodward and Stroh developed the program after noticing middle school students had deep gaps in their understanding. When those students were taught the conceptual skills to fill those gaps, the students did better than their nonstruggling peers. The authors knew they were on to something, and developing TransMath became their passion.

RESULTS Having a program like TransMath that breaks [math] down is amazing When my students say, I can t do fractions, and then by the end of the lesson they re getting 9 percent and saying, Yes, I can, it s really great to see. Sarah Sherman, Kennedy Middle School, Albuquerque, NM Struggling Students Advance with TransMath Proven Results More Than THREE years of growth in one year! 000 800 600 400 00 69 60 7 7 846 There are three levels in TransMath. This report shows the results for each level of the program during the 0 06 school year from the beginning to the end of the year using the Quantile assessment, Progress Assessment of Mathematics (PAM). With more than 400 students in the data collection, positive results are evident. The effect size gain was statistically significant and can be equated to more than three years of gain in one school year. 0 Level Level Level 0 06: Results by Level Beginning of Year PAM End of Year PAM TransMath Success in New Rochelle, NY Proven results are what TransMath has given the City School District of New Rochelle, NY, where growth in math skills has led to growth in students class participation and confidence. Patrice Kentner, special education teacher, describes Voyager Sopris Learning s TransMath as like a Christmas present and says the program is great for multisensory learners and provides pacing to allow students to close the achievement gap in a timely manner as well as additional practice without the issue of cognitive overload for struggling students. Read more on the New Rochelle story: http://go.voyagersopris.com/ tl-math-in-new-ways voyagersopris.com/transmath

THE THREE LEVELS OF TRANSMATH To prepare students for algebra, the curriculum must simultaneously develop conceptual understanding, computational fluency, and problem-solving skills. The National Mathematics Advisory Panel Proven, effective elements accelerate students toward grade-level mathematics with lesson-by-lesson models TransMath is a skill-level program, which means it is easy for teachers to combine students of various grade levels into the same class based on the needs of each student. Also, with the goal of successful entry into algebra, the intentional scope and sequence of TransMath breaks down barriers that challenge student success in math. Each level is intended to be a full year of instruction. LEVEL Developing Number Sense Place Value Numbers Operations Factors Multiples Estimation Fractions Multistep Problems Mean, Median, Range Measurement LEVEL Making Sense of Rational Numbers Fractions Decimal Numbers Percentages Exponents Negative Numbers Estimation Data and Statistics Two-Dimensional Geometry Probability LEVEL Algebra: Expressions, Equations, and Functions Properties Simple Algebraic Expressions Inequalities Functions Square Roots Irrational Numbers Estimation Ratio and Proportion Coordinate Graphs Slope Three-Dimensional Geometry Successful entry into algebra TransMath simultaneously teaches foundational computational skills and the rich, grade-level problem-solving experiences students need to succeed on high-stakes assessments. 4 voyagersopris.com/transmath

DUAL-CONCEPT APPROACH Dual-Concept Approach Fuels Advancement Each TransMath lesson is delivered in dual concepts: Topic provides a conceptual skill; Topic provides a problem-solving skill. These two topics often are not related to avoid cognitive overload and provide students a greater opportunity to not only master foundational skills but also move toward grade-level proficiency through problem-solving activities. The result? Students build confidence every step of the way as they master number sense, rational numbers, and algebraic expressions. Designed to be taught in 0- to 60-minute segments daily, TransMath: Breaks learning into smaller parts Increases student engagement Balances foundational and grade-level instruction Level : Developing Number Sense Level : Making Sense of Rational Numbers Level : Algebra: Expressions, Equations, and Functions CONCEPTUAL SKILL PROBLEM- SOLVING SKILL CONCEPTUAL SKILL PROBLEM- SOLVING SKILL CONCEPTUAL SKILL PROBLEM- SOLVING SKILL Number Operations Factors, Primes, Composites Common Factors Compositions Fraction Concepts Adding and Subtracting Fractions Working with Data Problem Solving with Data Measuring Two- Dimensional Objects Area and Perimeter Properties and Shapes Transformations and Symmetry Statistics Units of Measurement Fractions: Fair Shares and Part/ Fractions: Magnitude, Equivalence, and Operations Mixed Numbers Decimals and Operations Percent Probability Integers and Integer Operations Fraction Problem Solving Tools for Measurement Tessellations Geometry Measurement Probability and Percent Problem Solving Graphing Coordinate Graphs Fractions and Decimals Variables Inequalities Algebraic Patterns Algebraic Expressions Algebraic Rules and Properties Intro to Functions Square Roots Irrational Numbers Statistics Ratios, Proportions, Percents Surface Area of D Shapes Volume of D Shapes Geometry Construction & Angle Measurement Lines and Angles Working with Coordinate Graphs Non-Linear Functions Download samples at www.voyagersopris.com/transmath voyagersopris.com/transmath

Turn to Interactive Text, page 0. Use the Unit Lesson Teacher Talk Tutorial to review lesson concepts. WHY TRANSMATH WORKS WHY it Works Logical, consistent lesson design keeps students moving toward conceptual understanding and mastery. DUAL TOPICS avoid cognitive overload. Building Number Concepts: Part-to- Relationships In this lesson, students learn about the importance of the part-to-whole relationship represented by a fraction. They learn that this relationship begins with recognizing the whole and then comparing part(s) to the whole. Students are introduced to the unit fraction, which is at the foundation of the conceptual understanding of fractions. Objective Students will understand fractions as part-towhole relationships. Problem Solving: Representing Fractions with Cuisenaire Rods Students are introduced to a new tool for understanding fractions, Cuisenaire rods. These are the Cuisenaire rods that young students use to learn place value. They are a helpful tool for understanding fractions as well. Like the number line, they are linear models. Objective Students will use a linear model (Cuisenaire rods) to examine part-to-whole relationships. DIGITAL MANIPULATIVES provide opportunities for students to interact. Lesson Vocabulary Development unit fraction Cuisenaire rods Skills Maintenance Making Fair Shares Building Number Concepts: Part-to- Relationships In this lesson, students learn about the importance of the part-to-whole relationship represented by a fraction. They learn that this relationship begins with recognizing the whole and then comparing part(s) to the whole. Students are introduced to the unit fraction, which is at the foundation of the conceptual understanding of fractions. Objective Students will understand fractions as part-towhole relationships. Problem Solving: Representing Fractions with Cuisenaire Rods Students are introduced to a new tool for understanding fractions, Cuisenaire rods. These are the Cuisenaire rods that young students use to learn place value. They are a helpful tool for understanding fractions as well. Like the number line, they are linear models. Objective Students will use a linear model (Cuisenaire rods) to examine part-to-whole relationships. Homework Students fill in missing fractions on a number line, divide rectangles into fair shares, and tell the unit fraction represented by rods. In Distributed Practice, students practice basic computational skills with whole numbers. Unit Lesson What is a part-to-whole relationship? (continued) Demonstrate Have students look at Example at the top of page 4 of the Student Text. This example shows one part and the whole. Point out to students that three of the parts are needed to make the whole. It is the same part-towhole relationship as in Example. The Cuisenaire rods are a different size, but the relationship between them remains the same. The one part is one-third of the whole. Review key vocabulary at the end of the example. Ask students, What is the numerator and what does it represent? What is the denominator and what does it represent? What is a unit fraction and why is it important? Be sure students understand these terms and their importance. Summarize the concept students should take away from today s concept building. When working with a part-towhole relationship, the focus is on how the part compares to the whole. It is that relationship that gives the fraction meaning. Discuss Call students attention to the Power Concept. Part-to- Relationships Problem Solving: Representing Fractions with Cuisenaire Rods Lesson Planner The part-to-whole relationship is a comparison of the part to what we define as the whole. Reinforce Understanding Remind students that they can review lesson concepts by accessing the online Unit Lesson Teacher Talk Tutorial. POWER CONCEPTS focus instruction. Lesson Skills Maintenance Name Skills Maintenance Making Fair Shares Activity Divide the rods into the fair shares indicated.. Halves. Fourths. Thirds 4. Sixths Skills Maintenance Making Fair Shares (Interactive Text, page 9) Activity Students divide rectangles into fair share segments. Notice the rectangles are called rods in preparation for today s lesson where students are introduced to a new math tool called Cuisenaire rods. 4 Lesson 4 Unit Lesson Rods with different lengths can represent the same part-to-whole relationship. It s all about the relationship of the part to its whole. Example shows this. Example What is the part-to-whole relationship shown with the two rods below? One part Again, three parts are needed to make the whole. Three parts So the unit fraction is. Numerator Denominator Part Even though the part and whole rods in Example are shorter than the corresponding rods in Example, the part-to-whole relationship is still. Apply Skills Date Reinforce Understanding Unit Lesson 9 The part-to-whole relationship is a comparison of the part to what we define as the whole. Check for Understanding Engagement Strategy: Think, Think Draw two purple rods on the board. Label one rod as the whole. Label the other rod as. Ask students the questions listed below. Allow think time after each question and encourage them to use the rods to help them answer the questions. Then call on one student to answer. Ask: Can you give an example of a comparison where the purple rod is the whole? (When compared to the white rod, the purple rod represents Ask: one whole and the white rod represents 4.) Can you give an example of a comparison where the purple rod is? (When compared to the brown rod, the purple rod represents and the brown rod represents one whole.) Unit VOCABULARY DEVELOPMENT builds student understanding. VISUAL MODELS illustrate difficult concepts. ASK questions help teachers guide discussions that assess understanding. Can you give an example of a comparison where the purple rod is the whole? (When compared to the white rod, the purple rod represents one whole Unit and Lesson the white rod represents 4.) Can you give an example of a comparison where the purple rod is? (When compared to the brown rod, the purple rod represents and the brown rod represents one whole.) 6 voyagersopris.com/transmath

Turn to Interactive Text, page. Use the Unit Lesson Problem Solving Teacher Talk Tutorial to review lesson concepts. HOW TRANSMATH WORKS HOW it Works SKILL APPLICATION provides immediate opportunity for students to practice what they learned. Lesson Lesson Apply Skills Name Date WATCH FOR questions guide teachers in assessing student understanding. activities. Watch for: Can students name a fraction given a model of the unit fraction and the whole? Do students understand that there are other fractions using the same whole that are multiples of the unit fraction? Can students use a unit fraction to name other fractions that use the same whole? REINFORCE UNDERSTANDING with interactive online models. Apply Skills (Interactive Text, pages 0 ) Have students turn to pages 0 and in the Interactive Text, which provides students an opportunity to practice identifying part-to-whole relationships represented by rods. Activity Students are given two rods representing a unit fraction and the whole and are to name the unit fraction. Remind them to divide up the whole if they cannot see the relationship without the lines. Activity Students are shown the unit fraction and a second fraction made up of multiple unit fractions. Students complete the multiplication that shows the number of unit fractions in the second fraction and then name the second fraction. A model is provided to help students understand what is expected of them. Monitor students work as they complete these activities. Watch for: Can students name a fraction given a model of the unit fraction and the whole? Do students understand that there are other fractions using the same whole that are multiples of the unit fraction? Can students use a unit fraction to name other fractions that use the same whole? Apply Skills Using Rectangles to See Part-to- Relationships Activity Name the unit fraction represented by each pair of rods. Partition the whole if needed to find how many unit fractions make up the whole.. Unit fraction = One part. Unit fraction = One part. Unit fraction = One part 4. Unit fraction = One part 0 Unit Lesson Lesson Apply Skills Name Date Activity The unit fraction is shown. Use it to describe the fraction shown. Unit fraction: Model Fraction:. Unit fraction: 8 6 Fraction: 8 6 8. Unit fraction: 4 Fraction: 4 Unit Reinforce Understanding Remind students that they can review lesson concepts by accessing the online Unit Lesson Teacher Talk Tutorial. Reinforce Understanding Remind students that they can review lesson concepts by accessing the online Unit Lesson Teacher Talk Tutorial.. Unit fraction: 6 Fraction: 6 6 4. Unit fraction: 0 Fraction: 0 0 Unit Lesson 6 Unit Lesson ENGAGEMENT STRATEGIES provide ongoing, informal assessment in every lesson. Lesson How do we select Cuisenaire rods to model a fraction? (continued) Demonstrate Have students look at Example on page 6 of the Student Text. In this example, students are shown how to model the fraction. Have students look at the denominator of first. Explain that this helps to determine which rods to use. The denominator is the same as the denominator in Example. In Example, we modeled the unit fraction with a red rod. Use the red rod to represent the unit fraction and the orange rod for the whole. Ask students to look at the fraction to be modeled. The fraction, NOT, is being modeled. Ask students to name how many more red rods are needed to model. Because two unit fractions are needed, the fraction can be written as, or. Have students look at the next picture in Example. The picture shows a representation for. Two of the red rods and one orange rod represent the fraction. Have students model at their desk. Be sure they have two red rods and one orange rod to model the fraction. Review the vocabulary at the end of the example. These key terms are critical to conceptual understanding of part-to-whole relationships. 6 Lesson 6 Unit Lesson What if we are given a fraction that is not a unit fraction? Let s look at an example. Example Select Cuisenaire rods to show. First, repeat the process in Example to find the unit fraction. These rods show. One part Because the numerator of is, we need two unit fractions. Two parts The fraction can be written as Numerator Denominator, or. Part Notice how important the unit fraction is when we work with part-towhole relationships. Problem-Solving Activity Reinforce Understanding Check for Understanding Engagement Strategy: Look About Have students model the fraction at their desks. Tell them to look about the classroom and get help from other students if they are having any difficulties. Circulate around the room and be sure students have used three red rods and one orange rod to model. Reinforce Understanding Remind students that they can review lesson concepts by accessing the online Unit Lesson Problem Solving Teacher Talk Tutorial. Lesson Homework Go over the instructions on pages 7 8 of the Student Text for each part of the homework. Activity Students fill in missing fractions on number lines. Activity Students divide rectangles into equal parts as instructed. Remind them these fractional parts must be fair shares. Activity Students tell the unit fraction represented by two rods. Activity 4 Distributed Practice Students practice basic computational skills. Tell students that they practice these skills so they do not forget the algorithms and they continue to get better at them. Lesson Homework Activity Find the fractions for the letters on the number line. 8 (h) 8. 4 6 7 0 (a) (b) (c) (d) (e) (f) (g) 8 8 8 8 8 8 8 (n). 4 0 (j) (k) (l) (m) (r). 0 (p) (q) Activity Divide the rectangles into the fair shares indicated.. Fifths. Tenths. Fourths 4. Eighths. Halves 6. Thirds Lesson Homework Activity Name the unit fraction represented by each pair of rods.. One part. One part. One part 4. One part Activity 4 Distributed Practice Solve.. 77 + 4,4 4, 4. 90 +,09, Activity 4 Distributed Practice Students practice basic computational skills. Tell students that they practice these skills so they 8 do not forget 0 Unit the Lesson algorithms and they continue to get better at them. 7. 4,00 + 70 4,70 8 Unit Lesson. 4,00,00,000. 7 7,6 8. 808 0,00. q6 04 6. q,0 9. 8q80 4 7 Unit Lesson 7 8 Unit Lesson DISTRIBUTED PRACTICE in every lesson provides continued practice of previously learned skills. voyagersopris.com/transmath 7

ONLINE, INTERACTIVE TOOLS Built-in Features and Resources Aid in Differentiation Units in TransMath are built for differentiation. Structured in either 0 or lessons, units are designed for 0- to 60-minute blocks per day with designated times for differentiation. TransMath gives teachers the tools and time they need to assess, reinforce, and differentiate student instruction. Throughout TransMath, students receive: Concrete and Visual Representations Distributed Practice Varied Opportunities for Communication Multiple Forms of Assessment Reinforcement of Concepts Teacher Differentiation Support Teachers have access to all Teacher and Student materials in ebook format, as well as: Math Toolbox that provides a variety of digital manipulatives to use with TransMath lessons TeacherTalk Tutorials that reinforce lesson concepts using narrated, animated visual models that make the concept concrete for the student Interactive Click-Thru slideshow presentations that use visual models to concretely develop concepts On Track! Extension Activities that are multistep word problems designed for small groups, to prepare students for high-stakes tests Form B Retests for Quizzes and End-of-Unit Assessments can be downloaded 8 voyagersopris.com/transmath

ASSESSMENT Student Placement and Balanced Assessment A proven approach to student placement based on skill levels, not grade levels ensures students learn at a comfortable pace. Three entry points build incremental success: Entry Point Entry Point Entry Point Developing Number Sense: For students who need foundational number sense skills Making Sense of Rational Numbers: For students proficient in basic number sense skills but lack foundational skills for rational numbers Algebra: Expressions, Equations, and Functions: For students proficient with rational numbers but lack foundational skills for pre-algebra Balanced Assessment Numerous opportunities to assess knowledge as students master concepts and skills is critical to efficient progress monitoring. TransMath provides data-driven insights to identify areas of struggle. Informal Assessment Check for understanding after each major concept Activities to apply skills learned in Building Numbers Concept section of each lesson Problem-solving section activities to apply knowledge of concepts from each lesson Formal Assessment Quizzes every five lessons to provide feedback on student progress End-of-unit assessment to measure student mastery of skills through a whole unit Performance assessment to measure each student s ability to reason and communicate PROGRESS ASSESSMENT POWERED BY THE QUANTILE FRAMEWORK BY METAMETRICS Each unit of TransMath contains multiple methods to assess students reasoning and ability to communicate ideas. Each type of assessment serves a different purpose. voyagersopris.com/transmath 9

PRACTICE AND ENGAGEMENT Built-in Resources for Additional Practice and Online Engagement Once students begin to master concepts, they gain confidence and become enthusiastic and eager learners. TransMath consistently builds student enthusiasm with online, interactive digital tools that make learning math more relevant and understandable. Various built-in digital manipulatives help reinforce concepts and bring them to life. Age-appropriate unit openers and graphic novellas are used to introduce concepts and motivate and engage students to work on word problems. Student Support All TransMath resources are available to students in ebook format. The Math Toolbox, a collection of digital manipulatives, also is available to students in the ebook, as well as through the TransMath Student Center. TransMath is accompanied by VmathLive at no additional charge VmathLive is meaningful online math practice anytime, anywhere. With activities directly aligned with TransMath content, VmathLive includes: Practice for essential math concepts, skills, and problem-solving strategies Playful origami avatars and virtual tutors Combination of learn and play activities Embedded multimedia hints including online conceptual models and videos in English and Spanish 0 voyagersopris.com/transmath

LEARNING PLATFORM On-Demand Professional Development Included In addition to face-to-face support options, teachers using TransMath have access to our integrated Learning Platform of on demand training and support. When you click on the icon of the teacher in the Teacher Center, you ll find the Learning Platform, which is organized into modules, such as Program Overview, how to get started, assessment, online resources, and implementation, with many topics to explore. And best of all, the Learning Platform is included in the cost of the program. Platform Overview Assessment Program Overview Online Resources Getting Started Implementation voyagersopris.com/transmath

PARTNERING WITH SCHOOLS Partnering to Provide Results Teaching math to struggling students requires a unique set of skills. We partner with you to create a custom implementation that fits the exact needs of your teachers and students. Our Support Services team provides unparalleled support using a model built around keys to success: The amount of instruction struggling students receive is critical. Through the use of assessments, we can monitor student progress. Having assessment data allows teachers to differentiate instruction. Incorporating strong classroom management strategies allows for quality instruction. The professional development was incredible because the leaders engaged me in all ways. They wanted my feedback; I felt appreciated for my work. I found all TransMath professional development engaging, thought-provoking, and motivating. Angel Roman, Hayes Middle School, Albuquerque, NM We offer in-person and online self-paced training, ongoing training, coaching and support, and a Train-the-Trainer model to help you sustain the program for many years to come. Interested in math training for your teachers? Grades K 8 Product-agnostic mathematics professional development that creates the foundation for sustained improvement in math achievement. General training often does not adequately prepare teachers (or provide the depth needed) to properly teach math. As a result, some educators feel ill equipped or uncomfortable with their readiness to teach math. Get your teachers up to speed in a consistent manner with NUMBERS, the deep, cost-effective professional development designed to improve mathematics achievement and equip teachers and students to succeed regardless of the mathematics solutions already used in your school or district. Time-saving, flexible training options make NUMBERS easy to implement. Learn more about how NUMBERS can improve teacher instruction and student achievement: voyagersopris.com/professional-development/numbers/overview Proven to Dramatically Increase Quantile Gains and Performance on Standardized Assessments Call us at 800.47.6747 for a demonstration, or visit voyagersopris.com/transmath to download samples. 0 466 0 voyagersopris.com/transmath